Discuss the difference between: Assessment for instruction vs assessment of instruction. What does it look like? How is the instructional cycle changed? How is instruction changed? What are the impacts on student learning?
Assessment for instruction is used to see what the students need to be taught. Assesment of instruction is for the teacher to see how the students did with the new information. The instruction cycle should be assess, instruct, then assess again. Teachers need to assess students to see what they already know and what they need to know. Then after instruction they should assess to see if their instructional methods work. That way, if they did not learn anything the teacher could change her methods. The students will learn so much more if they are properly assessed before instruction. If this happens, the teacher can begin teaching where they need to. Students will benefitso much more from this mainly because the teacher will know where her students are before she begins teaching them. Then, they are assessed afterwards like always.
Assessment for instruction is assessing a student before instruction is being preformed this allows the teacher to see where the student needs to begin. In special education this should be done right off the bat because so many students who might be in the same grade are at completely different levels. Once the assessment is adminstered then the teacher can begin instruction according to the students level of preformance. This is all around the best way I feel to see where to start each student. Then once instruction is completed assessment of instruction can be evaluated by how well the student does on homework,test, projects, etc.If modifications are needed then the teacher can make the changes he/she feels is necessary for the student's achievement.
Assessment for instruction and assessment of instruction are tools used by teachers to discover what a students needs to learn and what a student has learned. When a teacher assesses after instruction (assessment of instruction) the teacher determines what knowledge the student has gained of a particular subject. But when a teacher assess prior to instruction (assessment for instruction) the teacher has a colossal advantage. This process allows the teacher to determine beforehand what information the student knows therefore being able to develop lessons to enhance student’s learning at his/her particular level.
Assessment for instruction is assessing a student to see what needs to be taught and how to teach it. Assessment of instruction is seeing what needs to change in the delivery of the teacher's instruction based on how the students respond to present instruction. This can be done with not only individual assessments but also tests and projects. The instructional cycle should change in accordance to what the students need to perform to their ability. Instruction should be tailored to not only the whole class but for individual students as well who need extra help. Student learning should improve if steps are taken after assessments are scored and the results taken into consideration.
Assessment for instruction is used to determine students’ current functioning, for example, their reading skills. Teachers assess students prior to classroom instruction to plan effective and individualized assignments and establish student objectives. Assessment of instruction is used to determine what, if any, skills were learned/retained from a lesson. Students are given tests, verbal assignments, and/or performance assessments to conclude if students meet the 80% criteria to learn new skills. The instruction cycle stresses that ALL teachers must first assess their students current functioning, provide effective instruction, and then assess the students learning a second time. It is important that teachers frequently monitor and assess student progress to determine whether the student can advance to the next skill, or if they need more training. Students will benefit from assessment in many ways. Not only will they have a differentiated instruction, but they will be given proper support to meet their daily objectives and long term goals. Assessment also allows students to evaluate their own performance (self-monitoring), as well as, assess a broader range of student abilities and unique characteristics. Most importantly, assessment allows teachers to provide immediate feedback to students, and parents, in support of learning.
The difference between assessment for instruction and assessment of instruction is when you do the assessment and what you measure. Assessment for instruction is done before the instruction is given. This is usually used to test prior knowledge. Assessment of instruction is done during or after the instruction. This is where you see what the student has learned during the instruction. The assessments can be anywhere from informal questions to actual tests on the information. Many teachers do not assess prior knowledge. They teach a lesson and take the test then they are done with that material. They do not incorporate it into new lessons or revisit the material. Instruction is taught to the test and teachers are focused on this material has to be done by this date not if the students are comprehending the concepts. The students are not receiving the time they need to learn the information and they have the pressure put on them to know all this information by certain dates.
Assessment for instruction occurs before instruction begins in order to determine what to teach; while, assessment of instruction occurs after instruction in order to evaluate instruction (what the students have learned). In most classroom situations the instructional cycle is: instruct then assess; however, when the cycle is changed to assess then teach and assess again, individual needs will be discovered and can be addressed during the instructional phase of the cycle. The result is instruction that teaches students what they need to know. This impacts student learning dramatically as instructional time is not wasted teaching what the students already know and deficits in skills are identified so that remedial instruction can occur.
I think Ashley explained the difference well, that assessment for instruction takes place prior to learning and instruction of assessment takes place after a lesson is taught. I think that the cycle should be assess, instruct, and then assess again as well. However, I think both elements are necessary in instruction. If I do not go back and assess how well a lesson went, or any particular instuctional activity, then I am not being a reflective practitioner and learning how to improve to reach my students. Yet, perhaps if I would assess for instruction more often, I would not have to assess instruction afterwards as frequently. When teachers rely solely on assessment of instruction, and then re-teaching of what is missed, they are wasting valuable instruction time and they are not targeting the needs of their students. Assessing for instruction could also lead to improvements in differentiating instruction as well. We have been discussing the "medical model" approach to reading instruction quite a bit in class, and I think that analogy works well here. A doctor would not give out a variety of prescriptions and then consider the symptoms, so why should teachers instruct without first understanding the needs of their students?
Assessment for instruction involves assessing what the students learning needs are before instruction is planned. Assessment of instruction means looking at the effectiveness of instruction after it has taken place. A more traditional instructional cycle seems to be assessment of instruction. Assessment for instruction allows teachers to learn what specific skills they need to focus their instructional time on. I think this approach would lead to more effective teaching. The instructional cycle continues when assessment is done at the end of instruction to evaluate instruction and plan for upcoming lessons based on what was learned from the assessment. Assessment for instruction would have a great impact on student learning because instruction is planned to more closely match the needs of the students.
Assessment for instruction is when a teacher assesses the students on their prior knowledge in a particular content area. Assessment of instruction is when the teacher assesses the students on what they have learned after they have been taught a particular subject. The instructional cycle has changed because now teachers are beginning to assess their students first on their prior knowledge before beginning instruction. Before teachers would just assume that all students were at grade level and begin their instruction. Now teachers are taking the time to find where all of their students are academically and meeting them at their level. Once teachers find where their students are, they can then plan for an effective lesson to teach them. I believe that students are succeeding because of this.
Assessment for instruction is when teachers give their students a test to determine their academic needs and performance level. This is done so teachers can design lessons to accomodate the needs of all learners. Assessment of instruction is when teachers test on material that has been covered in class to determine how well students retained the information. The instruction cycle is changed by assessing first, instructing based on the findings of this assessment, and then assessing again to determine any improvements. Teacher instruction is designed to address the academic needs of the student. By assessing, instructing, and assessing, the impact on student learning should be increased because the instruction is designed to meet the student's needs.
In a teaching cycle, there should be all three stages of assessment:
1. Diagnostic assessment of students as “assessment BEFORE instruction” is crucial in order to develop teaching strategies matched with students’ needs. Schools, teachers, or home-schooling parents do have access to numerous informal and formal reading inventories. For the informal ones, look up commercial programs that can be purchased, such as Diagnostic Assessments of Reading (DAR), the Gray Oral Reading Tests, 4th ed. (GORT-4), or the website www.readingsuccesslab.com where you can listen to children read before and after implementation of the program to assess its success. Among the informal inventories also rank self-created assessment forms (for example, by modifying and applying Cool Tools, or CRI).
Among the formal reading inventories are the Gates-MacGinitie Reading Tests (Gates & MacGinitie, 1965), the Botel Reading Inventory (Botel, 1970), the Formal Reading Inventory (FRI; Wiederholt, 1986), the De Santi Cloze Reading Inventory (De Santi, 1986), the Neale Analysis of Reading Ability (Neale, 1987), the Basic Reading Inventory (Johns, 1991), and many others. Whether you apply informal or formal reading inventories, or draw conclusions from student demographies in general (e.g., about the vocabulary gap of low SES students) – you should diagnose your students’ needs BEFORE instruction.
2. “Assessment FOLLOWING instruction” is our typical grading method and record-keeping of students’ progress. If you apply it in the form of pre- and posttests to record students’ shortcomings before the intervention, and their learning results after application, you can bridge the gap to number 3, the evaluation of your own success.
3. For self-monitoring, teachers should assess their instructional methods (“assessment OF instruction”), which (ideally) change over the course of time due to professional growth and learning from experience. One piece of evidence of your success are the student's grades. Another lies in their strategy-development which you can note by observing their think-alouds, etc. Or, you can simply keep track of "what worked" in class. Finally, you can ask your students directly how they liked your instruction (survey; complaint letter box; feedback sheet; etc.).
Many teachers do neglect point 1 and 3 due to time constraints. The traditional teaching cycle of lecturing students and then assessing their comprehension and application skills goes in line with “teaching to the test” and strongly neglects differentiation; however, when teachers first assess their students’ specific needs (including learning disabilities and behavioral/emotional disorders), then match their strategies accordingly through accommodations such as IEPs or special intstruction, then test their students for progress, and after that assess the success rate of their intervention, they will greatly enhance students’ learning and comprehension.
Assessment for instruction is to see the student's current level of performance. This helps the teacher determine a basis for her instruction. Assessment of instruction is looking at your method of teaching and evaluating how well the students learned the new information with the instruction. This would often be in the form of quizzes, tests, evaluating homework, one on one evaluation, or evaluating how students responded to questions/examples during instruction. Assessment of instruction can be formal or informal. This would look like: the teacher assessing the student,instructing based on the assessment, and assessing the students again after instruction. If the teacher needs to re-teach a concept/information, the teacher should maybe try another approach to teach the material. Maybe the students just didn't respond to that style of teaching. Students are impacted greatly by teachers assessing before instruction and assessment of instruction. Teachers are able to better instruct the student based on the assessments which leads to students succeeding academically.
I believe everyone has got it right here: Assessment for instruction is used to determine what areas need to be of focus in the instruction, where the student's weaknesses are. The results are used to determine exactly what to teach. Assessment of instruction is used after the teaching has taken place in order to determine exactly how well it worked. This assessment of instruction could be as simple as reflecting on the process to determine if anything went wrong during instruction. Or it could be a student questionairre, or even a test of the material covered. As long as the cycle remains the same(assess, instruct, assess) one should always improve her skils as a teacher.
Assessment for instruction is done before instruction. This is used to find out the current level of preformance for students. This is the starting point for instruction because teachers will use this information to choose what to teach. Assessment of instruction is done after a lesson. This is done to assess the effectiveness of the teacher and the lesson. This assessment determines if the lesson is being taught effectively and students understand the material. These assessments effect student learning by providing them with the instruction that is most valuable to them. The lessons will be taught at the level they need because they have already been assessed. The lesson will be valuable because it has been assessed to ensre students are learning from it.
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Assessment for instruction is used to see what the students need to be taught. Assesment of instruction is for the teacher to see how the students did with the new information. The instruction cycle should be assess, instruct, then assess again. Teachers need to assess students to see what they already know and what they need to know. Then after instruction they should assess to see if their instructional methods work. That way, if they did not learn anything the teacher could change her methods. The students will learn so much more if they are properly assessed before instruction. If this happens, the teacher can begin teaching where they need to. Students will benefitso much more from this mainly because the teacher will know where her students are before she begins teaching them. Then, they are assessed afterwards like always.
Assessment for instruction is assessing a student before instruction is being preformed this allows the teacher to see where the student needs to begin. In special education this should be done right off the bat because so many students who might be in the same grade are at completely different levels. Once the assessment is adminstered then the teacher can begin instruction according to the students level of preformance. This is all around the best way I feel to see where to start each student. Then once instruction is completed assessment of instruction can be evaluated by how well the student does on homework,test, projects, etc.If modifications are needed then the teacher can make the changes he/she feels is necessary for the student's achievement.
Assessment for instruction and assessment of instruction are tools used by teachers to discover what a students needs to learn and what a student has learned. When a teacher assesses after instruction (assessment of instruction) the teacher determines what knowledge the student has gained of a particular subject. But when a teacher assess prior to instruction (assessment for instruction) the teacher has a colossal advantage. This process allows the teacher to determine beforehand what information the student knows therefore being able to develop lessons to enhance student’s learning at his/her particular level.
Assessment for instruction is assessing a student to see what needs to be taught and how to teach it. Assessment of instruction is seeing what needs to change in the delivery of the teacher's instruction based on how the students respond to present instruction. This can be done with not only individual assessments but also tests and projects. The instructional cycle should change in accordance to what the students need to perform to their ability. Instruction should be tailored to not only the whole class but for individual students as well who need extra help. Student learning should improve if steps are taken after assessments are scored and the results taken into consideration.
Assessment for instruction is used to determine students’ current functioning, for example, their reading skills. Teachers assess students prior to classroom instruction to plan effective and individualized assignments and establish student objectives. Assessment of instruction is used to determine what, if any, skills were learned/retained from a lesson. Students are given tests, verbal assignments, and/or performance assessments to conclude if students meet the 80% criteria to learn new skills. The instruction cycle stresses that ALL teachers must first assess their students current functioning, provide effective instruction, and then assess the students learning a second time. It is important that teachers frequently monitor and assess student progress to determine whether the student can advance to the next skill, or if they need more training. Students will benefit from assessment in many ways. Not only will they have a differentiated instruction, but they will be given proper support to meet their daily objectives and long term goals. Assessment also allows students to evaluate their own performance (self-monitoring), as well as, assess a broader range of student abilities and unique characteristics. Most importantly, assessment allows teachers to provide immediate feedback to students, and parents, in support of learning.
The difference between assessment for instruction and assessment of instruction is when you do the assessment and what you measure. Assessment for instruction is done before the instruction is given. This is usually used to test prior knowledge. Assessment of instruction is done during or after the instruction. This is where you see what the student has learned during the instruction. The assessments can be anywhere from informal questions to actual tests on the information. Many teachers do not assess prior knowledge. They teach a lesson and take the test then they are done with that material. They do not incorporate it into new lessons or revisit the material. Instruction is taught to the test and teachers are focused on this material has to be done by this date not if the students are comprehending the concepts. The students are not receiving the time they need to learn the information and they have the pressure put on them to know all this information by certain dates.
Assessment for instruction occurs before instruction begins in order to determine what to teach; while, assessment of instruction occurs after instruction in order to evaluate instruction (what the students have learned). In most classroom situations the instructional cycle is: instruct then assess; however, when the cycle is changed to assess then teach and assess again, individual needs will be discovered and can be addressed during the instructional phase of the cycle. The result is instruction that teaches students what they need to know. This impacts student learning dramatically as instructional time is not wasted teaching what the students already know and deficits in skills are identified so that remedial instruction can occur.
I think Ashley explained the difference well, that assessment for instruction takes place prior to learning and instruction of assessment takes place after a lesson is taught. I think that the cycle should be assess, instruct, and then assess again as well. However, I think both elements are necessary in instruction. If I do not go back and assess how well a lesson went, or any particular instuctional activity, then I am not being a reflective practitioner and learning how to improve to reach my students. Yet, perhaps if I would assess for instruction more often, I would not have to assess instruction afterwards as frequently. When teachers rely solely on assessment of instruction, and then re-teaching of what is missed, they are wasting valuable instruction time and they are not targeting the needs of their students. Assessing for instruction could also lead to improvements in differentiating instruction as well. We have been discussing the "medical model" approach to reading instruction quite a bit in class, and I think that analogy works well here. A doctor would not give out a variety of prescriptions and then consider the symptoms, so why should teachers instruct without first understanding the needs of their students?
Assessment for instruction involves assessing what the students learning needs are before instruction is planned. Assessment of instruction means looking at the effectiveness of instruction after it has taken place. A more traditional instructional cycle seems to be assessment of instruction. Assessment for instruction allows teachers to learn what specific skills they need to focus their instructional time on. I think this approach would lead to more effective teaching. The instructional cycle continues when assessment is done at the end of instruction to evaluate instruction and plan for upcoming lessons based on what was learned from the assessment. Assessment for instruction would have a great impact on student learning because instruction is planned to more closely match the needs of the students.
Assessment for instruction is when a teacher assesses the students on their prior knowledge in a particular content area. Assessment of instruction is when the teacher assesses the students on what they have learned after they have been taught a particular subject. The instructional cycle has changed because now teachers are beginning to assess their students first on their prior knowledge before beginning instruction. Before teachers would just assume that all students were at grade level and begin their instruction. Now teachers are taking the time to find where all of their students are academically and meeting them at their level. Once teachers find where their students are, they can then plan for an effective lesson to teach them. I believe that students are succeeding because of this.
Assessment for instruction is when teachers give their students a test to determine their academic needs and performance level. This is done so teachers can design lessons to accomodate the needs of all learners. Assessment of instruction is when teachers test on material that has been covered in class to determine how well students retained the information. The instruction cycle is changed by assessing first, instructing based on the findings of this assessment, and then assessing again to determine any improvements. Teacher instruction is designed to address the academic needs of the student. By assessing, instructing, and assessing, the impact on student learning should be increased because the instruction is designed to meet the student's needs.
In a teaching cycle, there should be all three stages of assessment:
1. Diagnostic assessment of students as “assessment BEFORE instruction” is crucial in order to develop teaching strategies matched with students’ needs. Schools, teachers, or home-schooling parents do have access to numerous informal and formal reading inventories. For the informal ones, look up commercial programs that can be purchased, such as Diagnostic Assessments of Reading (DAR), the Gray Oral Reading Tests, 4th ed. (GORT-4), or the website www.readingsuccesslab.com where you can listen to children read before and after implementation of the program to assess its success.
Among the informal inventories also rank self-created assessment forms (for example, by modifying and applying Cool Tools, or CRI).
Among the formal reading inventories are the Gates-MacGinitie Reading Tests (Gates & MacGinitie, 1965), the Botel Reading Inventory (Botel, 1970), the Formal Reading Inventory (FRI; Wiederholt, 1986), the De Santi Cloze Reading Inventory (De Santi, 1986), the Neale Analysis of Reading Ability (Neale, 1987), the Basic Reading Inventory (Johns, 1991), and many others. Whether you apply informal or formal reading inventories, or draw conclusions from student demographies in general (e.g., about the vocabulary gap of low SES students) – you should diagnose your students’ needs BEFORE instruction.
2. “Assessment FOLLOWING instruction” is our typical grading method and record-keeping of students’ progress. If you apply it in the form of pre- and posttests to record students’ shortcomings before the intervention, and their learning results after application, you can bridge the gap to number 3, the evaluation of your own success.
3. For self-monitoring, teachers should assess their instructional methods (“assessment OF instruction”), which (ideally) change over the course of time due to professional growth and learning from experience. One piece of evidence of your success are the student's grades. Another lies in their strategy-development which you can note by observing their think-alouds, etc. Or, you can simply keep track of "what worked" in class. Finally, you can ask your students directly how they liked your instruction (survey; complaint letter box; feedback sheet; etc.).
Many teachers do neglect point 1 and 3 due to time constraints. The traditional teaching cycle of lecturing students and then assessing their comprehension and application skills goes in line with “teaching to the test” and strongly neglects differentiation; however, when teachers first assess their students’ specific needs (including learning disabilities and behavioral/emotional disorders), then match their strategies accordingly through accommodations such as IEPs or special intstruction, then test their students for progress, and after that assess the success rate of their intervention, they will greatly enhance students’ learning and comprehension.
Assessment for instruction is to see the student's current level of performance. This helps the teacher determine a basis for her instruction. Assessment of instruction is looking at your method of teaching and evaluating how well the students learned the new information with the instruction. This would often be in the form of quizzes, tests, evaluating homework, one on one evaluation, or evaluating how students responded to questions/examples during instruction. Assessment of instruction can be formal or informal. This would look like: the teacher assessing the student,instructing based on the assessment, and assessing the students again after instruction. If the teacher needs to re-teach a concept/information, the teacher should maybe try another approach to teach the material. Maybe the students just didn't respond to that style of teaching. Students are impacted greatly by teachers assessing before instruction and assessment of instruction. Teachers are able to better instruct the student based on the assessments which leads to students succeeding academically.
I believe everyone has got it right here: Assessment for instruction is used to determine what areas need to be of focus in the instruction, where the student's weaknesses are. The results are used to determine exactly what to teach. Assessment of instruction is used after the teaching has taken place in order to determine exactly how well it worked. This assessment of instruction could be as simple as reflecting on the process to determine if anything went wrong during instruction. Or it could be a student questionairre, or even a test of the material covered. As long as the cycle remains the same(assess, instruct, assess) one should always improve her skils as a teacher.
Assessment for instruction is done before instruction. This is used to find out the current level of preformance for students. This is the starting point for instruction because teachers will use this information to choose what to teach. Assessment of instruction is done after a lesson. This is done to assess the effectiveness of the teacher and the lesson. This assessment determines if the lesson is being taught effectively and students understand the material. These assessments effect student learning by providing them with the instruction that is most valuable to them. The lessons will be taught at the level they need because they have already been assessed. The lesson will be valuable because it has been assessed to ensre students are learning from it.
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